{"content":{"sharePage":{"page":0,"digests":[{"id":"61108292","dateCreated":"1355706413","smartDate":"Dec 16, 2012","userCreated":{"username":"laeling1","url":"https:\/\/www.wikispaces.com\/user\/view\/laeling1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61108292"},"dateDigested":1532724447,"startDate":null,"sharedType":"discussion","title":"Lianna Aeling response ","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
\n-Some strategies to accommodate for different learning strategies are using narratives, time, emotional based learning, utilizing different skills like art or physical activates.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
\n-Peer learning can be very beneficial to a school setting. Students and interact and bounce ideas of each other or help someone to understand something they did not before. I would use it when assigning a group project. Each student would have to collaborate in in making decisions that get them the highest grade.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning
\n In the social work field, there are many outlets in which to help and teach people in order to make their lives better. For example, when working with impoverished or disadvantaged young adults, professionals could give them the resources and ways to be independent, but when it comes to doing the actual task, one would have to remove the scaffold and have the show what they learned on their own.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61076490","dateCreated":"1355293418","smartDate":"Dec 11, 2012","userCreated":{"username":"kleitschuh","url":"https:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61076490"},"dateDigested":1532724447,"startDate":null,"sharedType":"discussion","title":"Vygotsky","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
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\nGiven that students\u2019 zones of proximal development are going to vary in any educational settings finding where students are developmentally is a key factor. Vygotsky emphasized on culture, language and social factors. Thus making it important to focus on students\u2019 socioeconomic backgrounds for any language or cultural barriers. You could do this by having a strong relationship with your students.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
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\nI would use peer learning in an educational settings is use something I was taught while in my observation for sophomore block. The teacher would have a topic or concept for the day and would go through and teach the concept during circle time. But when dismissed there were stations set around the room where the students would have the freedom to participate in what stations they chose. At these stations you would see students helping each other problem solve working on not only their educational development but social development as well with their classmates.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning?
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\nAn example I have seen a lot of in an early childhood setting would be in our Phonics class when we learn scaffolding for reading. For this, we learned to focus on either the vocabulary of meaning of the book and break each down page by page creating a further understanding of the reading.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"61073368","dateCreated":"1355259103","smartDate":"Dec 11, 2012","userCreated":{"username":"escott91","url":"https:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61073368"},"dateDigested":1532724447,"startDate":null,"sharedType":"discussion","title":"erin scott response","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
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\nBy understanding the population I am working with (urban, suburban, rurual) would help me plan different strategies. I don\u2019t want to ever stereotype my students as a whole, but if I teach at an inner city school, it is more likely that I will have students who suffer from abuse or hunger or a poor home environment. I could also have students who come from a great home and have no violent past. It would be good to know the general population I am teaching, though, so I can best love my students and teach them and have understanding on who they are due to what they have been through\/ are going through.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
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\nI really hope and plan to incorporate peer learning into my art lessons. I have a few ideas to do that, the first being art critiques. I would do an initial art critique regarding the works of an outside artist and then I would lead them to do critiques on their own art and on other\u2019s art. I would do this by giving them all post-it notes and giving them a prompt such as \u201chow are colors used in this piece\u201d or \u201cis this piece balanced\u201d and I would have them write their answers (perhaps I need to work on better short answer questions and not just Y\/N questions\u2026) and have them post their responses on the board in the front of the room. We could use those to discuss and see what each other think of the art. The other thing I would like to incorporate to enhance peer learning are group projects. Whether they are working in teams to create ceiling tile (a very popular project among schools) or working together to help create ideas for an assignment, I want them to bounce ideas off each other and learn that they don\u2019t need me to tell them what to create becasue they have plenty of other resources in the room.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning?
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\nSince I will be with my students for their whole K-5 experience, I consider those 6 years nothing but scaffolding learning (am I using that term correctly?!!). Everything I teach them from their first day in kindergarten will be built on throughout the rest of their elementary years. For example, if I teach them how to hold a paintbrush, I can then teach them how to fill it with paint to make an image. Then I could teach them the different types of paintbrushes (sizes, shapes, watercolor, acrylic, ect) and I could even branch out to teach them how to mix colors to create custom colors.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60988102","dateCreated":"1354478177","smartDate":"Dec 2, 2012","userCreated":{"username":"ChristineAngi","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60988102"},"dateDigested":1532724447,"startDate":null,"sharedType":"discussion","title":"Christine Angiuoli-Response","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
\nGiven students zones of proximal developments will vary in a classroom there are several things you can do to inhibit learning. In line with Vygotsky and his theory, a great way in my is to have advanced students help students who are struggling. You can divide the class into three groups based on performance and ability. Struggling, Average, and Advanced students. From this you can match up struggling and advanced students and group average students together and after introducing a a new topic have the pairs work together thus scaffolding the struggling students into being able to be confident in performing these tasks on their own at a higher ability.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
\nIn using the partner system with struggling and advanced students you are using peer learning. Another way of doing this is have four topics and groups of four. Each student could be in charge of reading the section in their book about this topic and presenting the material to the group of four. This way each student has an important role in the learning and everyone is learning from each other. In addition having the students take the material from a specific section in their book on the topic there is minimal room for error especially when it comes to struggling students presenting the material to the group. You could take this one step further and turn each group into a team and quizzing students as a class on the material to see which group did the best job of teaching their peers.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60731312","dateCreated":"1352167190","smartDate":"Nov 5, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60731312"},"dateDigested":1532724447,"startDate":null,"sharedType":"discussion","title":"Carly Pries - Response","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
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\nBecause students\u2019 zones of proximal development are going to vary in any educational settings it is necessary to learn where students are developmentally. Vygotsky placed most emphasis on culture, social factors and the role of language. So based on what Vygotsky emphasizes, strategies that you would use is to look into the students\u2019 socioeconomic backgrounds, any language barriers or cultural barriers. Once you find these influences on development you can start to work with these students in ways that will help them. Like if they don\u2019t have access to tools they need or help outside of the classroom you can arrange for that to be changed. Also if there are any language or culture barriers ELL courses may be necessary.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
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\nA good way to use peer learning in an educational settings is something that I did in a high school algebra class. The teacher called himself a \u201cfacilitator\u201d and the entire class was in a peer learning setting. He would present a concept out of the chapter we were learning about and we had packets that we had to complete. After his brief introduction we were then sent off into our groups with our books and we had to work together to figure out how to solve each problem in the packet. We used our text and each other to figure out how to solve the problems. The major benefit to this is that with self-discovery on the problems it really committed the procedures to memory because you understand it rather than just know it.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning?
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\nWhen scaffolding reading, for example, you could go over key vocabulary that will be found in the reading and show an example of some of the text. You can also only read in limited sections and discuss what you have read in each section as you go. This would be a good way of breaking up the reading and chunking it into sections.","replyPages":[{"page":0,"digests":[{"id":"58039126","body":"Your math teacher taught you more than math--he taught you how important it is for students to construct their knowledge rather than just to be given it in lecture format.","dateCreated":"1352221002","smartDate":"Nov 6, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"58058734","body":"It is interesting because during the time I was in his class I hated this type of learning, I did not like that style of teaching at all but I still did well in the class. Yet the next year when my math class was taught as a lecture I really struggled and wished I could go back to peer learning! I did not realize at the time how much I was benefitting from it.","dateCreated":"1352249696","smartDate":"Nov 6, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60366302","dateCreated":"1349123753","smartDate":"Oct 1, 2012","userCreated":{"username":"karibradley","url":"https:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60366302"},"dateDigested":1532724448,"startDate":null,"sharedType":"discussion","title":"Kari Bradley- Vygotsky","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
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\nI think it would be beneficial for students to work in groups or pairs according to their zone. Maybe a student who needs more help could work in a group with a student who may have a better understanding of the material. This student could probably help the other student understand the material better. It could also be beneficial for the students who learn better in groups to all work together, while the students who do better working alone are allowed to do so. I think it would always be a good idea to give the option of working in groups or working alone.
\nI also believe that it would be a good idea to make the homework different for students depending on their zone of proximal development. When I was in 6th grade, the whole grade was split into two- the gold team and the silver team. The gold team was the students with the better grades who required less help from the teacher, while the silver team was the students who needed more attention. This proved to be very helpful, as the people on the gold team did not get bored or experience less learning because of a few students who needed extra help.
\nI think it would also be helpful to provide extra online assignments that students could complete, that aren\u2019t necessarily for a grade. This could provide extra assistance to students who need it.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
\nI think a good way to use peer learning would be to allow the students to teach each other. An assignment that I have had to do every year since I can remember is getting into groups and teaching the class about a specific topic. This would usually include a powerpoint or poster board, and we would get in front of the class and teach the lesson to the other students. I think this method definitely has its drawbacks. Yes, sometimes listening to a peer is a little easier than listening to an older teacher who cannot relate to you. However, there is the possibility of the group teaching the class wrong information. If I were going to be a teacher, I\u2019d definitely do this, but I would have the students meet with me prior to the presentation to ensure they are only teaching accurate information.
\nIt also would be helpful to have students work in groups. From personal experience, I know that I sometimes learn better if I am working in a group rather than being lectured to.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning?
\nI think scaffolds are definitely used when teaching children to read. I have young nieces, and when one of them was being taught to read, I remember using scaffolds. First, I\u2019d read to the book to her myself. Second, I would have her try to read it, but helping her whenever she needed it. Next, she\u2019d read it, and I\u2019d help but encourage her to sound out the words on her own. Lastly, I allowed her to read the book without any of my help.","replyPages":[{"page":0,"digests":[{"id":"56972846","body":"Choice is key...offering students opportunities to work together or independently can really help them to feel motivated. Even the smallest choice (do you want to work at your desk or on the floor?) can make a difference.
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\nOne key to making groups successful in class is to change them up frequently so that one group doesn't get identified as the "losers" or the "dummies." There is a lot of research that shows that students in the lowest ability group do worse because of the social consequences of being in a low group.","dateCreated":"1349179224","smartDate":"Oct 2, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60222060","dateCreated":"1347558048","smartDate":"Sep 13, 2012","userCreated":{"username":"arutsky","url":"https:\/\/www.wikispaces.com\/user\/view\/arutsky","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60222060"},"dateDigested":1532724448,"startDate":null,"sharedType":"discussion","title":"Vygosky Response Andrew Rutsky","description":"Given that students' zones of proximal development are going to vary in any educational settings, what are some strategies for differentiating instruction that you can use? Think about classroom strategies, but also strategies related to providing extra information (e.g., online).
\n\u2022 One strategy that you could use is to add different accommodations to each of your lesson plans for accelerated students and students who require additional help or instruction. For example you could have an additional challenging worksheet for accelerated students, and pair the students who need more help with students who have had success dealing with the specific concept or activity. For strategies outside of the classroom, the teacher could post additional practice activities or readings on the class website, or send them home for parents to go over with their children.
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\nHow can you use peer learning in an educational setting? Give specifics related to instruction you expect to do.
\n\u2022 A way to use peer learning is to pair up students who are having difficulty grasping a concept, or have lower comes of proximal development with a student who has a high zone of proximal development. In this situation the accelerated student can aid his\/her partner with any questions or problems they have. Also, a teacher can encourage peer learning by giving the students group work to do. In groups students will assume different roles and learn teamwork. By working together they could solve problems they would struggle with individually.
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\nWhat are some examples of scaffolds that people use in your area of teaching\/learning?
\n\u2022 One example of scaffolding that teacher\u2019s use is with the development of handwriting. First the students learn all of the letters names and what they generally look like. Then the teacher gives them pieces of paper with outlines of the letters already made or directions on how to write the letter. The students get the chance to practice drawing the letters and the motions needed to do so. If a student is having difficulty with this a teacher can help them by guiding their hand while they practice writing. The next step would be to have the student\u2019s write the letters on a blank piece of paper with minimal or no help.","replyPages":[{"page":0,"digests":[{"id":"56499714","body":"Going along with what you say about accelerated learners, one strategy is to provide more than one source of information about something (without saying that one is more indepth) and let students choose which one to use. They will all then look at all their choices and you'll end up having a very rich discussion about the topic where the students who have chosen the more advanced text will scaffold the others (without creating a situation where an advanced student feels like the teacher is making more work for him\/her via extra worksheets).","dateCreated":"1347649257","smartDate":"Sep 14, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}